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Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
- Assessment Limits :
Items may not require students to solve for unknown factors that exceed 10 x 10 multiplication facts. Item must include a verbal description of an equation or a multiplication equation. Multiplication situations must be a comparison (e.g., times as many). - Calculator :
No
- Context :
Allowable
- Test Item #: Sample Item 1
- Question: Reggie has 12 times as many model cars as Jackson. Jackson has 5 model cars.
Select all the equations that show how many cars Reggie has.
- Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 2
- Question:
Which statement represents 45 = 5 × 9?
- Difficulty: N/A
- Type: MC: Multiple Choice
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Formative Assessments
Lesson Plans
Original Student Tutorial
Problem-Solving Tasks
STEM Lessons - Model Eliciting Activity
This MEA asks students to take on the job of a tennis pro and decide which factors are most important in choosing a facility to take tennis lessons. Students will perform math calculations, create a two-column table for hours and minutes, develop a procedure to rank facilities, and provide written feedback through letters to a parent whose child needs group tennis lessons and writes letters to ask for advice. They will rank their choices from "best to worst" tennis lesson facilities. Students will provide a detailed written explanation for how they decided to rank factors and their solution for rating tennis lesson facilities.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
MFAS Formative Assessments
Students read a multiplicative comparison word problem and are asked to write an equation that matches the problem.
Students are given a context for a multiplicative comparison and asked to explain the comparison.
Students discuss the relationship between the lengths of two snakes in a multiplicative comparison problem that includes an equation.
Students write an equation to match a given word problem.
Original Student Tutorials Mathematics - Grades K-5
Learn how to write multiplication equations based on multiplication comparisons and story problems in this magical math online tutorial!
Student Resources
Original Student Tutorial
Learn how to write multiplication equations based on multiplication comparisons and story problems in this magical math online tutorial!
Type: Original Student Tutorial
Problem-Solving Tasks
The purpose of this task is to assess students’ understanding of multiplicative and additive reasoning. We would hope that students would be able to identify that Student A is just looking at how many feet are being added on, while Student B is comparing how much the snakes grew in comparison to how long they were to begin with.
Type: Problem-Solving Task
The purpose of this task is to give students a better understanding of multiplicative comparison word problems with money.
Type: Problem-Solving Task
The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on applying properties of operations as strategies to multiply and divide and interpreting a multiplication equation as a comparison.
Type: Problem-Solving Task
Parent Resources
Problem-Solving Tasks
The purpose of this task is to assess students’ understanding of multiplicative and additive reasoning. We would hope that students would be able to identify that Student A is just looking at how many feet are being added on, while Student B is comparing how much the snakes grew in comparison to how long they were to begin with.
Type: Problem-Solving Task
The purpose of this task is to give students a better understanding of multiplicative comparison word problems with money.
Type: Problem-Solving Task
The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on applying properties of operations as strategies to multiply and divide and interpreting a multiplication equation as a comparison.
Type: Problem-Solving Task
